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1、Understanding TBLT from Constructivism Perspective【Abstract】：TBLT method is an influential approach which is based on the use of tasks as the core unit of planning and instruction in language and teaching,. Thus it calls for teachers expected responsibility in order to be applied well in foreign lan
2、guage teaching. Here based on the principles of TBLT, teachers expected roles are discussed.【Key words】：TBLT; Constructivism; foreign language teachingEnglish Language Teaching Methodology is a practical subject which is closely related to primary and middle school English language teaching. Since t
3、he National Curriculum Standards for English advocates Task-based Language Teaching(TBLT),it would be quite meaningful for the future English teachers to practice the TBLT method in the course of English Language Teaching Methodology. This article, taking Unit 3 Lesson Planning from A Course in Engl
4、ish Language Teaching as an example, makes a study of how to design classroom teaching in which the students acquire TBLT methodology. Constructivism1.1 Definition of ConstructivismConstructivism is first of all a theory of learning based on the idea that knowledge is constructed by the knower based
5、 on mental activity. Learners are considered to be active organisms seeking meaning. Constructivism is founded on the premise that, by reflecting on our experiences, we adjusting our mental models to accommodate new experiences. Constructions of meaning may initially bear little relationship to real
6、ity (as in the naive theories of children), but will become increasing more complex, differentiated and realistic as time goes on. 1.2 Guiding principles of constructivismThe physics education research group at University of Massachusetts defines the premisses of constructivism as epistemology as fo
7、llows: 1.Knowledge is constructed, not transmitted. 2.Prior knowledge impacts the learning process. 3.Initial understanding is local, not global. 4.Building useful knowledge structures requires effortful and purposeful activity.1.3 How Constructivism Impacts LearningConstructivist learning theory do
8、es not necessarily imply that one must follow a constructivist pedagogical strategy. In other words, most researches firmly believe that knowledge is constructed, but some (e.g. main stream instructional designers) do not adop construct our own understanding of the world consciously we live in. Each
9、 of us generates our own rules and mental models, which we use to make sense of our experiences. Learning, therefore, is simply the process of t an instructional design that is labelled constructivist. Typically, a constructivist teaching strategy is based on the belief that students learn best when
10、 they gain knowledge through exploration and active learning. Hands-on materials are used instead of textbooks, and students are encouraged to think and explain their reasoning instead of memorizing and reciting facts. Education is centered on themes and concepts and the connections between them, ra
11、ther than isolated information. Instruction : Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predi
12、ct information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students. Assessment : Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in
13、judging their own progress. . TBLT2.1The definition of task-based language teachingTask-based language teaching offers the student an opportunity to do exactly this. The primary focus of classroom activity is the task and language is the instrument, which the students use to complete it. The task is
14、 an activity in which students use language to achieve a specific outcome. Jane Willis (2000:41) thinks TBLT is an approach to language teaching, which makes use of authentic materials in communicative pedagogical tasks. These pedagogical tasks reflect real-world tasks that the learners in a given s
15、ituation would complete as a part of their daily life. Pedagogical tasks act as building blocks to an ultimate objective. Thus, TBLT relies both on the learners ability to learn analytically and on the teachers flexibility and creativity. The learners ability to learn analytically is necessary in co
16、mpleting tasks focused on meaning rather than grammatical form; the teachers flexibility and creativity are demanded as s/he diagnoses the outcome of each task and creates new materials in response to newly revealed learner needs. TBLT is a complex approach to language teaching, but in its complexity it responds to both current SLA theory as well as the practical needs of the classroom.In brief, TBLT is a communica
